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Showing 1 to 15 of 126 results Save | Export
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Latz, Amanda O.; Speirs Neumeister, Kristie L.; Adams, Cheryll M.; Pierce, Rebecca L. – Roeper Review, 2009
As traditional pull-out programs for students who are identified as gifted and talented (GT) decrease in number, classroom differentiation is becoming more essential for general education teachers at the elementary level. Despite the importance of differentiation, teachers are still not implementing it on a regular basis. One strategy that may…
Descriptors: Teachers, Principals, Coaching (Performance), Academically Gifted
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Pfeiffer, Steven; Petscher, Yaacov; Kumtepe, Alper – Roeper Review, 2008
This study examined the internal consistency and validity of a new rating scale to identify gifted students, the Gifted Rating Scales-School Form (GRS-S). The study explored the effect of gender, race/ethnicity, age, and rater familiarity on GRS-S ratings. One hundred twenty-two students in first to eighth grade from elementary and middle schools…
Descriptors: Ethnicity, Middle Schools, Academically Gifted, Talent
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Chan, David W. – Roeper Review, 2007
Spatial ability based on measures of mental rotation, and spatial experience based on self-reported participation in visual-arts as well as spatial-orientation activities were assessed in a sample of 337 Chinese, gifted students. Consistent with past findings for the general population, there were gender differences in spatial ability favoring…
Descriptors: Academically Gifted, Females, Foreign Countries, Spatial Ability
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Chamberlin, Scott A.; Moore, Alan D. – Roeper Review, 2006
This study investigated the extent of knowledge professors reported in regards to gifted and talented education. Participants were college professors and instructors (N = 62) from 4-year teacher preparation institutions who taught elementary-education methods classes. All participants were employed in Mid-Continent Research for Education and…
Descriptors: Preservice Teacher Education, Methods Courses, Gifted, Talent
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Volk, Valerie – Roeper Review, 2006
Gifted students often show a deep interest in and profound concern for the complex issues of society. Given the leadership potential of these students and their likely responsibility for solving future social problems, they need to develop this awareness and also a sense of confidence in dealing with future issues. The Future Problem Solving…
Descriptors: Social Problems, Research Skills, Academically Gifted, Problem Solving
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Fraser, Deborah F. G. – Roeper Review, 2003
A range of metaphors composed by gifted elementary children are presented and discussed in terms of what they indicate about their personal worlds, special talents, and emotional insights. The approach to creative writing described in the article also has the potential to assist with the identification of linguistic talent. (Contains references.)…
Descriptors: Ability Identification, Creative Writing, Elementary Education, Emotional Development
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Edmunds, Alan L.; Noel, Kathryn A. – Roeper Review, 2003
This article presents the case of Geoffrey, a prolific 5-year-old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age-based comparable rather than as an adult-based predictor. A developmental theory of precocity is considered.…
Descriptors: Creative Writing, Creativity, Elementary Education, Environmental Influences
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Kennedy, Dorothy M. – Roeper Review, 2002
A commentary precedes this previously published study that indicates school modifications for a highly gifted 9-year-old in a mixed ability fifth-grade classroom took little account of affective needs and resulted in limited success in the cognitive area. The student's difficult personality interfered with the success of his schooling. (Contains…
Descriptors: Academic Achievement, Acceleration (Education), Case Studies, Classroom Techniques
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Cramond, Bonnie; Benson, Lisa; Martin, Charles – Roeper Review, 2002
A commentary precedes this previously published article that presents different perspectives on the inclusion of gifted students in the heterogeneously grouped classroom. A professor advocates homogeneous ability grouping, a teacher explains how inclusion can be impractical, and a parent describes the benefits of appropriate placement. (Contains 3…
Descriptors: Ability Grouping, Academic Achievement, Classroom Techniques, Educational Practices
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Lewis, Gail – Roeper Review, 2002
A commentary precedes this previously published article that uses case studies of two highly gifted preschool students to illustrate potential pitfalls in program planning. Three key components (assessment, flexible scheduling, and counseling) are stressed as critical to the success of any gifted program. (Contains references.) (CR)
Descriptors: Academic Achievement, Acceleration (Education), Case Studies, Classroom Techniques
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Howley, Craig B.; Howley, Aimee A. – Roeper Review, 2002
This reprint of an article on the positive experiences of parents who accelerated their gifted children is preceded by a commentary that highlights the important factors that need to be considered before a child is accelerated: academic preparation, school personnel support, and parents' understanding of the limitations of enrichment programs.…
Descriptors: Academic Achievement, Acceleration (Education), Classroom Techniques, Curriculum Enrichment
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Moore, Nancy Delano – Roeper Review, 2002
This reprint of an article on early education of an exceptionally intellectually talented sister and brother is preceded by a commentary that stresses that many teachers and administrators fail to appreciate acceleration as part of the complement of options to be used with gifted students. (Contains 4 references.) (CR)
Descriptors: Academic Achievement, Academically Gifted, Acceleration (Education), Case Studies
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Howley, Aimee – Roeper Review, 2002
This reprint of an article on how one rural school district was able to use effectively a variety of acceleration strategies in different elementary schools is preceded by a commentary that stresses that the form of programming is less crucial than the training and attitude of the participating teachers. (Contains 3 references.) (CR)
Descriptors: Academic Achievement, Acceleration (Education), Elementary Education, Gifted
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Harmon, Deborah – Roeper Review, 2002
Six gifted African American students (grades 4-5) were bused to a predominately white school and then returned to their predominately African American school. Students identified 6 of 16 teachers as effective. Ineffective teachers were described as having a lack of understanding of African American culture resulting in low academic expectations.…
Descriptors: Black Students, Cultural Awareness, Cultural Differences, Educational Environment
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Hebert, Thomas P.; Neumeister, Kristie L. Speirs – Roeper Review, 2002
This article proposes guided viewing of film as a strategy through which teachers and counselors may assist young gifted students in gaining helpful insights to deal with problems. It presents a theoretical foundation for this approach, a variety of strategies for implementation, and recommended films appropriate for gifted students. (Contains…
Descriptors: Audiovisual Instruction, Coping, Counseling Techniques, Elementary Education
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